Register. To obtain "P" credits, you must register for each CE Credits Online course on the NYC DOE ASPDP website. If you do not have an account, you must create one.

Our courses are in the ASPDP catalog using the provider drop-down menu and selecting CE Credits Online/Riesling Group. You will pay the NYC DOE ASPDP fee of $125 when you register.

Enroll. Once you have registered, you must enroll on the CE Credits Online website (www.cecreditsonline.org/ASPDP). You are here now, so you may proceed if you have already registered for your courses. Click "Add to the Cart" to enroll in the courses in which you registered for through the NYC DOE ASPDP. You will pay the $160 course fee to CE Credits Online.

If you enroll on the CE Credits Online website prior to registering on the NYC DOE ASPDP website, you will be enrolled, but if you do not register on the NYC DOE ASPDP website within two weeks of enrolling, you will be locked out of your CE Credits Online account. This ensures you do not miss registering with the NYC DOE ASPDP and thereby fail to qualify for "P" credits. You will be able to access your courses again when you are registered and have paid on the NYC DOE ASPDP website.

CE Credits Online checks its enrollments against NYC DOE ASPDP registrants weekly to ensure everyone who has enrolled is registered.

Once the term begins you may access your course.

Completion. At the end of the term, we will notify NYC DOE ASPDP of your completion status. They will verify your grades and payments. Once you have been “Validated for Credit” on the NYC DOE ASPDP site, you will be able to print your P Credit Transcript. To view or print your transcript(s), go to “Show Enrolled Courses” on the ASPDP site and select the “View Print Transcripts” tab.

University Credits are not available for NYC DOE ASPDP “P” credit courses.

CE Credits Online provides online courses approved for “P” credits, and NYC DOE After School Professional Development Program (ASPDP) issues the “P” credits.

To receive “P” credits from NYC DOE ASPDP you must register on their site and complete your coursework on the CE Credits Online website according to the registration and completion deadlines listed on the ASPDP website.

If you do not complete your coursework by the end of the term and you still want to receive "P" credits, you will need to re-register and pay for the course again in the term you will complete.

Course Description

Course Description:

While it is widely recognized that teachers are tasked with creating the learning
conditions for students, some student-specific variables represent situations well
beyond the teacher’s and the student’s control. These student-specific variables
can include a number of traumatic events experienced by the child, including: tragic
accidents, sudden death of parent(s), natural disasters), physical/emotional/sexual
abuse, drug abuse and addiction in the household, and incarceration of a parent
and/or significant adult. Educators need to understand the ways the ways in which
the needs of children who experience trauma and/or sustained periods of stress can
differ significantly from their peers. For teachers not completely aware of the
ways that adverse childhood experiences (or ACE’s) can impact students, the challenges
for both students and teachers alike can be magnified. Taken in combination with
the myriad of other ways that students differ, it is important that teachers have
a plan for how they will understand the needs of learners with complex needs and
respond compassionately so that all students remain connected to their schooling
experience.

Creating Compassionate Schools will provide teachers an overview of the rationale
for embracing pedagogical strategies rooted in compassion. The course has been developed
to introduce educators to the principles and practices of an approach that takes
aim at “getting it right” for both students and their teachers. Creating Compassionate
Schools will provide an introductory look at the scientific research-base emerging
from a number of disciplines (e.g., social services, education research, neurobiology,
public health approaches) in support of compassionate schooling. With compassion
as a lens through which professionals can view their work, a number of topics such
as professional learning communities, action research and job satisfaction will
be explored. Implications of the approach will be discussed as well as barriers
to implementation.

Attention will also be devoted to considering the shifting educational landscape
as legislative efforts to increase the prominence of social and emotional learning
(SEL) standards across K-12 settings are occurring. The defining characteristics
of Compassionate Schools will be considered along with characteristics of other
movements such as Positive Behavior and Instructional Supports (PBIS), Differentiated
Instruction (DI) and Whole Child Education. Exemplars of states operating in alignment
with compassionate schooling principles will included.

Teachers responding to the needs of a diverse learning population that include such
variables often feel unprepared and isolated. Attempts to connect with colleagues
and others within their educational context can yield limited results. Creating
Compassionate Schools will also include resources for reflecting on the level of
complexity present in classrooms today. Research-based information and strategies
will provide course participants with:

a pedagogical framework which recognizes a definition of student diversity that
includes students impacted by adverse childhood experiences,

tools which teachers may use immediately within a compassionate approach, and

strategies and tools for engaging colleagues to respond similarly so that a culture
of care is the long-term result in educational settings where children with complex
needs are served.

Designed with a K-12 professional audience in mind, Creating Compassionate Schools
offers insight into challenges faced by professionals across the educational spectrum
in identifying, addressing, and collaborating around the complex needs of students.

Course Objectives:

Distinguish between “empathy” and “compassion” within the school setting

Understand the role compassionate schooling plays within the broad context of school
reform

Course Description:

While it is widely recognized that teachers are tasked with creating the learning conditions for students, some student-specific variables represent situations well beyond the teacher’s and the student’s control. These student-specific variables can include a number of traumatic events experienced by the child, including: tragic accidents, sudden death of parent(s), natural disasters), physical/emotional/sexual abuse, drug abuse and addiction in the household, and incarceration of a parent and/or significant adult. Educators need to understand the ways the ways in which the needs of children who experience trauma and/or sustained periods of stress can differ significantly from their peers. For teachers not completely aware of the ways that adverse childhood experiences (or ACE’s) can impact students, the challenges for both students and teachers alike can be magnified. Taken in combination with the myriad of other ways that students differ, it is important that teachers have a plan for how they will understand the needs of learners with complex needs and respond compassionately so that all students remain connected to their schooling experience.

Creating Compassionate Schools will provide teachers an overview of the rationale for embracing pedagogical strategies rooted in compassion. The course has been developed to introduce educators to the principles and practices of an approach that takes im at “getting it right” for both students and their teachers. Creating Compassionate Schools will provide an introductory look at the scientific research-base emerging from a number of disciplines (e.g., social services, education research, neurobiology, public health approaches) in support of compassionate schooling. With compassion as a lens through which professionals can view their work, a number of topics such as professional learning communities, action research and job satisfaction will be explored. Implications of the approach will be discussed as well as barriers to implementation.

Attention will also be devoted to considering the shifting educational landscape as legislative efforts to increase the prominence of social and emotional learning (SEL) standards across K-12 settings are occurring. The defining characteristics of Compassionate Schools will be considered along with characteristics of other movements such as Positive Behavior and Instructional Supports (PBIS), Differentiated Instruction (DI) and Whole Child Education. Exemplars of states operating in alignment with compassionate schooling principles will included.

Teachers responding to the needs of a diverse learning population that include such variables often feel unprepared and isolated. Attempts to connect with colleagues and others within their educational context can yield limited results. Creating Compassionate Schools will also include resources for reflecting on the level of complexity present in classrooms today. Research-based information and strategies will provide course participants with:

a pedagogical framework which recognizes a definition of student diversity that includes students impacted by adverse childhood experiences,

tools which teachers may use immediately within a compassionate approach, and

strategies and tools for engaging colleagues to respond similarly so that a culture of care is the long-term result in educational settings where children with complex needs are served.

Designed with a K-12 professional audience in mind, Creating Compassionate Schools offers insight into challenges faced by professionals across the educational spectrum in identifying, addressing, and collaborating around the complex needs of students.

Course Objectives:

Distinguish between “empathy” and “compassion” within the school setting

Understand the role compassionate schooling plays within the broad context of school reform

Student Expectations:

This online course is experiential and interactive. Participants will need to do the exercises, complete the online assignments, and post responses that are indicated to the forum for feedback. In addition, participants will be expected to apply certain skills-building exercises in their own setting and report the results of that to the forum. Participation is necessary for passing the course.

Credit:

Upon completion of the course, students are eligible only for “P” in-service credit.